Special Issue on

 Supporting, Managing, & Sustaining Creativity and Cognition through Technology

 Revised Schedule


* Deadline for submission: January 22, 2012 (extended)

* Notification of review outcomes: March 25, 2012

* Scheduled publication: 2012 (Vol.4, No.2)


Guest Editors

 Assoc. Professor Chien-Sing Lee

Professor Jie-Chi Yang

Graduate Institute of Network Learning Technology,

National Central University, Taiwan, R.O.C.

 Associate Editors:

 Jimmy Secretan, Ad Summos, Inc., USA

Jie Qi, MIT Media Lab, USA

Cristina Sylla, engageLab, University of Minho, Portugal  

Natalie Freed, MIT Media Lab, USA  

Pedro Branco, engageLab, University of Minho, Portugal



In the 21st century, knowledge no longer exists in silos of knowledge. Relevant and useful knowledge can be across disciplines; beyond expected boundaries. Hence, effective organizational learning requires efficient and effective tools, which enable the user to effectively seek, reconstruct and transform the information gathered into meaningful and novel knowledge.

The transformation of information into knowledge involves an iterative process. Learners need to design, prototype and test out alternative solutions by iteratively and collaboratively investigating and designing and redesigning goals that direct convergent and divergent search processes, processes/behaviours and representations of knowledge structures in relation to a systemic whole, to achieve more effective processes and outcomes (Kolodner, Crismond, Fasse, Gray, Holbrook and Puntembakar, 2003; Vattam, Goel, Rugaber, Hmelo-Silver, Jordan, Gray and Sinha, 2011).

Learning-by designing thus adds the dimensions of generative design questioning and deep reasoning and synthesis to information discovery. By giving priority to divergent thinking above convergent thinking, generation of alternatives is likely to become richer. Ultimately, it is hoped that learners will have more ideas (be more fluent), have more categories of ideas (be more flexible), be more novel and more practical and most importantly, be intrinsically motivated and successful thinkers.

This special issue aims to present an overview of how design thinking (especially with regards to creativity and cognition), can be supported, managed and sustained through the use of technology. Proposals sought range from lessons from the industry to academia. The special issue’s scope covers how intelligent technologies can scaffold creative processes and how user experience can be augmented in creative and engaging ways.

 Recommended topics of interest include, but are not limited to:

        Intelligent and creative interface design

        Building a community of inquiry, reflection and collaborative creativity

        Roadmap: transitioning from experimental stages to every day applications

        Visions on the future of the book

        Approaches, creative processes and technologies for increased engagement

        Techniques towards enhancing user experience: Augmented Reality, Augmented Books, Digital Manipulatives, Tangible Interfaces.

 Important Dates (New) 

 Submission: 22nd January, 2012
Notification of review outcomes:
25th March, 2012
Final submission: 5th
May, 2012

Publication schedule: June 2012

 Submission Instructions

 Manuscripts should be sent by email to the Guest Editor, Dr. Chien-Sing Lee (

 Papers must not have been published, accepted for publication, or presently be under consideration for publication elsewhere. A standard double-blind review process will be used for selecting papers to be published in this special issue. Authors should follow the instructions outlined in the KM&EL Journal Website (see URL


Vattam, S.V., Goel, A.K., Rugaber, S., Hmelo-Silver, C.E., Jordan, R., Gray, S., & Sinha, S. (2011). Understanding Complex Natural Systems by Articulating Structure-Behavior-Function Models. Educational Technology & Society, 14(1), 66-81.

Kolodner, J.L., Crismond, D., Fasse, B., Gray, J., Holbrook, J., & Puntembakar, S. (2003). Putting a Student-Centered Learning by Design TM Curriculum into Practice: Lessons Learned. Journal of the Learning Sciences, 12(4), 495-547.



Knowledge Management & E-Learning: An International Journal (KM&EL)
ISSN 2073-7904


Maintained and Developed by:

Laboratory for Knowledge Management & E-Learning

Faculty of Education, The University of Hong Kong